高中英语 Unit 1(friendship)教案6 新人教版必修1 教案 17页

Unit1FriendshipTeachinggoals:*语言知识1.totalkaboutfriendsandfriendship,andinterpersonalrelationship2.topractiseexpressingattitudes,agreementanddisagreement,andcertainty3.tomastersomesentencesaboutgivingadvice4.tolearntousetheDirectSpeechandIndirectSpeech(1):statementsandquestions5.tolearnaboutcommunicationskills*语言技能和学习策略1.todeveloplisteningskillsbydoingexercisesinlisteningtask2.todevelopspeakingskillsbyfinishingthespeakingtaskandotheractivitieslikediscussionandoralpractice3.todevelopreadingskillsthroughthereadingmaterialsinthisunit4.tolearntowritealetterofadvice*文化意识1.toknowaboutfriendandtherealmeaningoffriend2.tolearnhowtogetalongwithothers*情感态度1.toarousetheinterestinlearningEnglish2.tolearntoexpresstheirfeelingoffriendsandfriendshipTeachingkeypoints:\n1.howtoimprovestudents’speakingandcooperatingabilities2.learntousetheDirectSpeechandIndirectSpeech(1):statementsandquestions3.mastersomewordsandexpressionsTeachingdifficultpoints:1.trainthestudents’speaking,listening,readingandwritingabilities2.howtoimprovestudents’cooperatingabilitiesTeachingmethods:Student-focusapproachandtask-basedapproachLearningmethods:CooperativestudyTeachingaids:ComputerTheFirstPeriod(Warmingup&Speaking)Teachingaims:1.toknowaboutdifferentkindsoffriendship2.tolearnsomewordsofdescribingfriendandfriendship3.tomastersomeusefulwordsandexpressionsTeachingmethods:1.discussing2.cooperativelearningTeachingmaterials:WarmingupTeachingprocedures:StepOne:Leading-in1.Freetalk:SomethingaboutfriendandfriendshipAsktheSstodescribeoneoftheirfriends----theirappearance,personality,\nhobbies,etc.Qs:What’syourfriendlike?Whatdoeshe/sheliketodoinhis/hersparetime?Whatpersonalitydoeshe/shehave?StepTwo:Discussion1.WritingthefollowingstatementontheblackboardWeallagreethattohaveagoodfriend,youneedtobeagoodfriend.2.AsktheSs:Whatdoyouthinkofthisstatementandhowcanyoubeagoodfriend?LettheSsexpresstheirviews3.HavetheSsgetintogroupsoffourtolistsomequalitiesofapersontheywouldlikeasafriend.Ssmaylist:honest,friendly,open-minded,generous,helpful,patient,good-tempered,trustworthy,careful,fulloflove,caring,responsible,interesting,brave,easygoing,outgoing,warm-hearted,kind,selfness,tolerant,intelligent…4.Haveamemberofeachgroupreportonwhattheirlistshaveandlistthemontheblackboard5.AsktheclasswhetherornottheyagreewithallthequalitieslistedStepThree:Doingthesurveyandexplanation1.HavetheSsdothesurveyinthetextbookandletthemworkouttheirscore.2.TeacherexplaineachitemQuestion1dealwithhowthoughtfulyouaretowardsothers.Thescoringreflectsyourconcernforothers.SoonepointforAgetsthelowestscorebecauseitisthemostselfishresponse.Bgetthehighestscorebecauseitshowaconcernforyourfriendaswellasyourwishtogotoseeafilm.Cgetsaslightlylowerscorebecausealthoughitshowsyouwanttogowithyourfriend(becauseyouchangetheplan),\nyoudonothelpyourfriend.Question2isconcernedwithfairness.Agetsthelowestscorebecauseyouarenotgivingyourfriendanotherchancetobehavebetterthistime.Bgetsahigherscorebecauseyouletyourfriendborrowthecameraagain.Thisshowskindnessandforgivenessorthetroubleyouhadwhenitwasreturnedbroken.Butyouarenotbalancinghisheedsagainstyourown.ThatiswhyCgetsthehighestscore.Youareshowingyourfriendthatyouwilltrusthim/herwiththecameraagainbutthistimeyouaregivinghim/herrulesincaseitgetsbroken.Question3dealswithyourconcernforothers.Agetthelowestscorebecauseyouwouldputanythingelsethatneededtobedoneasideandconcentrateonlyonyourfriend.Thisisnotresponsible.Youhavethingsthatyouneedtodo.Ofcourseyourfriendisimportantbutnotmoreimportantthanyouresponsibilities.Bgetsahigherscorebecauseitshowssomeconcernforyourfriendandsomeunderstandingthatyouhaveimportantthingstodotoo.Butitdoesnotshowanyrealinterestinhis/herproblem.Cgetthehighestscorebecauseitnotonlyshowsconcernforyourfriendbutarecognitionthatyouhaveresponsibilitiestoo.Question4isconcernedwithresponsibilitiestoafriend.Aprovidesthecorrectamountofresponsibilitytoyourfriend.Yourecognizethatitwasyourfaultandwillputitrightandpayforthedamage.Soitgetsthehighestscore.Bprovidessomeunderstandingthatyouareresponsible.Youputthesituationrightbutyoudonotpayforthedamageyourself.Soitdoesnotgetthehighestscore.Cgetsthelowestscorebecauseyouexpectyourfriendtopayforyourmistakeseventhoughyouweredoingyourfriendafavour.Question5isconcernedwithhonesty.Ifyouletyourfriendlookatyourpaperorsomebodyelse’spaper,youarehelpingthemtocheat.Thatisnothonest,soanswersAandCgetnomarks.Butittakescouragetotellyourfriendthattheyshouldhavestudiedandthattheycannotlookatyourpaper.Thatisalsothehonestanswer.\nSoyouget6pointsforB,whichismorethananyotherinthequiz.StepFour:LanguagepointsTeacherexplainlanguagepointswithsomeslides1.addv.1)toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加eg.PleaseaddsomethingtowhatI’vesaid,John.2)tojoinnumbers,amount,etcsoastofindthetotaleg.Addupthesefigureforme,please.常用结构：addup/togethersth.把…加起来，合计addsth.tosth.把…加到/进addto(=increase)增加了…addupto合计，共计addin包括…，算进2.paytogetitrepaired花钱让人去修理3.upsetadj.worred;annoyed不安的；使心烦意乱的v.causetoworry,tobesad,tobeangry,nottobecalm,etc.使不安；使心烦意乱eg.Hewasupsetwhenheheardthenews.Hischeatingintheexamupsethisteacher.4．ignorevt.topaynoattentiontosth.忽视；对…不予理睬eg.Ignorethechildifhemisbehavesandhe’llstopsoon.ignorantadj.无知的；不知的ignorancen.无知；愚昧5.calmvt.tomakesth./sb.becomequiet使镇静；使平静adj.notexcited,nervousorupset镇静的；沉着的\ncalmdown镇静；平静calmdownsb.=calmsb.Down使某人镇静sb.calmdown(vi.)某人平静下来eg.Theexcitedgirlquicklycalmeddown.Hetookafewdeepbreathstocalmhimselfdown.1.havegottodosth.(口语)=havetodosth.不得不做某事；必须做某事eg.Sinceyou’renolongerachildnow,youhavegottomakemoneytosupportthefamily.*havegotto在变疑问句或否定句时，不再另加助动词，而haveto则须加助动词do.havegotto前不用情态动词，而haveto前则可以。如：eg.Haveyougottowritanassignmentforyourteacher?2.beconcernedabout/for:beworriedabouteg.We’reallconcernedabouthersafety.3.cheatvt.1)toactinadishonestwayinordertowin欺骗；作弊eg.Anystudentcaughtcheatingwillhavetoleavetheclassroom.2)totakefrom(someone)inadishonestway骗；骗取eg.Theycheatedtheoldwoman(out)ofhermoneybymakinghersignadocumentshedidn’tunderstand.n.1)anactofcheating作弊行为2)onewhocheats骗子StepFive:Speaking1.GettheSstoworkingroupsof4.2.AsktheSstousethequestionnaireinWarmingupasanexampleanddiscussaboutdesigningquestions.3.Followthestepsinthispartandstartthediscussionlikethis:A:Nowletusdesignaquestionnairetofindoutwhatkindoffriendoneis.\nB:OK.Firstwemustthinkoffourquestionsandthreepossibleanswerstoeachquestion.C:Whataboutthefirstquestion?Haveyougotoneinmind?D:Supposeyourfriendhastakenawayyourbookbymistake.Whatwillyoudoorsaytohim/her?…4.Teachergoaroundintheclassroomandchecktheirdiscussion.StepSix:Assignments1.AskSstoconsiderthefollowingquestion;Whatis/arethemostimportantquality/qualitiesthatafriendneedstohave?2.PrepareforReadingTheSecondandThirdPeriod(readingandlanguagepoints)Teachingaims:1.toknowaboutthestoryofAnne’sDiary2.topromotetheSs’abilitiesofreadingcomprehension3.tolearnaboutthefollowingwordsandexpressions:readon;list;gothrough;hideaway;setdown;aseriesof;outdoors;crazy;spellbound;onpurpose;dare;happentodosth.;It’sthefirsttimethat…Teachingmethods:1.readinganddiscussion2.cooperativelearningandspeakingTeachingmaterials:Reading,ComprehendingTeachingprocedures:\nStepOne:Leading-inAsktheiropinionsonthequestionmentionedintheassignmentoflastperiod.StepTwo:Pre-readingLettheSsthinkaboutthequestionsinPre-reading,andexpresstheirownviewstothewholeclass.StepThree:Reading1.AsktheSstolookatthepicturesandtheheading,guesswhatthetextmightbeabout.2.GettheSstoskimthepassageandanswerthefollowingquestions:What’sAnne’sbestfriend?Whatdoesherdiarymainlytalkabout?(1.Anne’sbestfriendisherdiary.2.It’saboutAnne’sfeelingofhidingaway.Sheespeciallymissedgoingoutsideandenjoyingnature.3.LettheSsreadthepassageanddiscussthefollowingquestions:1)Imaginewhatitmightbelikeiftheyhadtostayintheirbedroomforawholeyear.YoucouldnotleaveiteventogototheWCorgetacupoftea.Howwouldtheyfeel?2)Ifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom,whatwouldyouchoose?3)Trytoguesswhythewindowshadtostayclosed.4)Guessthemeaningsoftheword“crazy”and“spellbound”accordingtothecontext.StepFour:DiscussingthestyleAsktheSs:1.Whatdoyouthinkisthepurposeofthispassage?WhydidAnnewriteit?2.Doyouthinkitissuccessful?DoyouunderstandAnne’sfeelings?3.WhatisAnne’stone?Inotherwords,istheauthorangry,sad,happyorthrilled?\n1.WhatisAnne’spointofview?Doyouagreewithit?Ifso,why?Ifnot,whynot?StepFive:ListentothetextandcomprehenditStepSix:Languagepoints1.gothrough1)toexaminecarefully仔细阅读或研究eg.Iwentthroughthestudents’paperslastnight.2)toexperience经历；遭受或忍受eg.Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.2.hideaway3)vi.togosomewherewhereyouhopeyouwillnotbeseenorfound躲避；隐匿hideaway+地点eg.Thethiefhidawayinafriends’houseforseveralweeksaftertherobbery.4)toputorkeepsth./sb.inaplacewherethey/itcan’tbeseenorfound藏；隐蔽hideawaysth./hidesth.awayeg.Whydoyouhideyourthoughtsawayfromme?3.setdown5)writedown写下；记下eg.I’llsetdownthestoryasitwastoldtome.6)putdown放下；搁下setdownsth./setsth.downeg.Hesetdownabasketontheground.4.seriesn.（单复数同形）aseriesof一连串的；一系列的5.crazyadj.\n1)mad,foolish疯狂的；愚蠢的Itiscrazyofsb.todosth.=sbbecrazytodosth.eg.It’scrazytogooutinsuchhotweather.2)wildlyexcited;veryinterested狂热的；着迷的grow/becrazyaboutsb./sth.eg.Theboysarecrazyaboutthegirlsinger.3)likecrazy发疯似的；拼命地eg.Hetalkedlikecrazy;Icouldn’tunderstandwhathesaid.6.Iwonderifit’sbecauseIhaven’ttbeenabletobeoutdoorsforsolongthat….*Iwonderif/whether…eg.Iwonderifyoucanhelpme?*It’sbecause…itis后的表原因的从句中，只能用because来引导，不能用since或as.eg.Whydidyougotoschoolonfoot?Itisbecausemybikehadbroken.7.spellbindv.toholdthecompleteattentionof吸引人，迷人；使入迷eg.Thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.1.stayv.tocontinuetobeinaparticularstateorsituatioin系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg.Hestayedsingleallhislife.10.onpurpose1)故意地（反义：bychance/accident）eg.Ithinkshelostthekeyonpurpose.2)onpurposetodosth.为了要…而特地eg.Hewenttotownonpurposetoselloneofhispaintings.2.faradv.“过于；…得多”,表示程度，经常与too或形容词、副词的比较级连用。\neg.ShespeaksEnglishfarbetterthanI.Thisroomisfartoowarm.cf.very,much,far1.dare1)modal.v.多用于否定句、疑问句、条件状语从句、whether(if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg.Howdarehesaysuchaword!Ifyoudaredothatagain,you’llbepunished.2)vt.敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。eg.Iwonderhowhedaretodaysuchwords.12．happentodosth.Itso(just)happenedthat…不能用于进行时态。eg.Ihappenedtobeoutwhenhecame.=ItsohappenedthatIwasoutwhenhecame.13．It’sthefirsttimethat…eg.ItisthefirsttimethatIhaveseenthesea.StepSeven:ComprehendingGettheSstodotheexercisesinthispart.StepEight:ConsolidationListentothetextagaintoappreciateit.StepNine:Assignments1.Readthekeysentencesinthetext2.dotheexercisesonWb(Page41-42)\nTheFourthPeriod(Listening)Teachingaims:totrainanddeveloplisteningskillsbylisteningtothelisteningexercisesinthisunitTeachingmethods:ListeningandspeakingTeachingmaterials:listeningpartsonPage6andPage41andPage43Teachingprocedures:StepOne:RevisionChecktheanswerstothehomeworkStepTwo:Listening1.ListentotheexercisesonPage62.GuessthewordsbylisteningtothetapeandwritethemdownStepThree:ListeningtothepassageFillintheblanksonPage41StepFour:SpeakingListentothetapeanddiscussquestionsingroupsoffour,expressyourownviews.StepFive:Listeningtask1.DiscusswiththeSswhethertheyalwaysdowhattheirparentstellthem.2.HavetheSslistentothepassage.3.Fillinthetable4.WorkinpairstogivesomeadvicetoAnneStepSix:Assignments1.DotheexercisesonPage42(Ex1,2)2.RevisetheObjectClause\nTheFifthPeriod(DiscoveringUsefulStructures)Teachingaims:LettheSsusetheDirectSpeechandIndirectSpeechTeachingmethods:1.discoverylearning2.cooperativelearningTeachingmaterials:Page5Teachingprocedures:StepOne:Revision1.CheckthehomeworkwiththeSs2.RevisetheObjectclauseExercise:Rewritethefollowingsentences.1.Igotoschoolbybike.(Hesaid…)2.Willyouforgettodoyourhomework?(Maryaskedhim…)3.Whendidyoucomehere?(Theyaskedme…)4.Whathashesaid?(Doyouknow…)5.AnneiswatchingTVnow.(Mothertoldme…)StepTwo:discoveringusefulstructures1.PresentsomesentencesforSs1)Myfriendsays,“Iwillcomeheretomorrow?”如果此时此地，你来转述，应该说：Myfriendsaysshe/hewillcomeheretomorrow?如果时间变了，地点不变，你来转述，应该说：Myfriendsaidshe/hewouldcomeherethenextday.如果地点变了，时间还是今天，你来转述，应该说：Myfriendsaydshe/hewillgotheretomorrow.\n如果时间地点都变了，你来转述，应该说：MyfriendsaidShe/hewouldgotherethenextday.如果由别人转述，时间地点都变了，应该说：He/Shesaidhe/shewouldgotherethenextday.*使用直接引语和间接引语要注意具体语境。2）“Doyougototheparkyesterday?”Heaskedme.Heaskedmeif/whetherIwenttotheparkthedaybefore.3)KatesaidtoJohn,“What’syourfavouritefood?”KateaskedJohnwhathisfavouritefoodwas.1.GettheSstohavealookatPart1in“Discoveringusefulstructures”andsumupthisgrammarpoint.人称、时态、指示代词、时间状语、地点状语等的变化。StepThree:Practice1.DothefirsttowsentencesinPart2asexamples.2.Checktheanswerstogether.StepFour:Assignments1.Wb,Page42,43(Individual,Groups)2.PrepareforReadingonPage44TheSixthPeriod(Reading)Teachingaims:1.tolearnaboutfriendshipinHawaii2.topromotetheSs’abilitiesofreadingcomprehension3.tolearnaboutthefollowingwordsandexpressions:way;thesecondimportant;It’sbelievedthat…;inpeace;thosewho…;etc.Teachingmethods:\n1.readinganddiscussion2.cooperativelearningandspeakingTeachingmethods:Reading(Page44)Teachingprocedures:StepOne:Leading-in1.AsktheSsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.(HongKong,Macao,Singapore,thePhilippines,SanFrancisco,etc.)StepTwo:Reading1.GettheSstoreadthepassageandtrytofinishthetableinEx1.2.ReadthepassagecarefullyagainanddiscussthequestionsinEx2.3.ReporttheirdiscussionStepThree:ListeningtothetextandcomprehenditStepFour:Languagepoints1.thewaytodosth./thewayofdoingsth.2.thesecondmostimportantthesecond+adj.（最高级）thethird+adj.（最高级）eg.TheYellowRiveristhesecondlongestriverinChina.Chinaisthethirdlargestcountryintheworld.3.toenjoytheland=inordertoenjoythelandeg.Tomakethew8thOlympicGamesthegameever,Beijingwillmakeseveralchanges.*todo和inordertodo可以置于句首、句末，而soastodo只能置于句末。4.Indeed,Hawaiiisaplacewhere….smallcommunities.5.It’sbelievedthattheislandscanbeaparadise….It’sbelievedthat…=Peoplebelievethat…\neg.It’sbelievedthattheyarrivedmorethan30,000yearsago.1.inpeace2.…theyarereallytalkingaboutallthosewholiveontheislands.thosewho…=peoplewho…“凡…的人”eg.Theteacherpraisedthosewhohaddonegooddeeds.Wefinditourdutytohelpthosewhoareintrouble.3.Livinginpeace,Hawaiianshasdeveloped…现在分词短语作原因状语，相当于Astheyarelivinginpeace.4.Perhapsthisishowmostvisitorswillremembertheirnewfriendship.StepFive:ListeningtothetextandenjoyitTheSeventhPeriod(SpeakingTaskandWriting)Teachingaims:1.todevelopSs’speakingabilityandlearntoexpresstheirownviews2.enableSstowritealetterofadviceTeachingmethods:1.tasked-basedlearning2.speakingTeachingprocedures:StepOne:SpeakingtaskTaskOne:Ex1(Page45)1.GettheSstoworkinpairs,havethemreadthesituationsandchooseonetodiscuss.2.AsktheSstopresenttheirdialogue.TaskTwo:Ex2(Page45-46)1.AsktheSstolookatthepictures.\n1.Workingroupsoffourandtalkaboutwhethertheyaredoingiscoolornot.2.Trytoexpresstheirownviewstothewholeclass.StepTwo:WritingTaskOne:AsktheSstowritealetterofadvice1.GettheStoreadtheletteronPage7andunderstandit.2.AsktheSstoworkinpairsandtalkabouthowtoanswertheletter.3.Writetheletterinreplydown.TaskTwo:AsktheSstowriteapassageabouttheiropinionsonfriendandfriendship1.Readtheproverbscarefully.2.Writeapassagetoexpresstheirownopinions.StepThree:Assignments1.FillintheforminSumup(Page8)2.FillintheforminCheckingyourself(Page47)